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The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?

机译：视觉空间能力在阅读障碍中的作用：儿童阅读中的年龄差异？

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摘要

Reading is a highly complex process in which integrative neurocognitive functions are required. Visual-spatial abilities play a pivotal role because of the multi-faceted visual sensory processing involved in reading. Several studies show that children with developmental dyslexia (DD) fail to develop effective visual strategies and that some reading difficulties are linked to visual-spatial deficits. However, the relationship between visual-spatial skills and reading abilities is still a controversial issue. Crucially, the role that age plays has not been investigated in depth in this population, and it is still not clear if visual-spatial abilities differ across educational stages in DD. The aim of the present study was to investigate visual-spatial abilities in children with DD and in age-matched normal readers (NR) according to different educational stages: in children attending primary school and in children and adolescents attending secondary school. Moreover, in order to verify whether visual-spatial measures could predict reading performance, a regression analysis has been performed in younger and older children. The results showed that younger children with DD performed significantly worse than NR in a mental rotation task, a more-local visual-spatial task, a more-global visual-perceptual task and a visual-motor integration task. However, older children with DD showed deficits in the more-global visual-perceptual task, in a mental rotation task and in a visual attention task. In younger children, the regression analysis documented that reading abilities are predicted by the visual-motor integration task, while in older children only the more-global visual-perceptual task predicted reading performances. Present findings showed that visual-spatial deficits in children with DD were age-dependent and that visual-spatial abilities engaged in reading varied across different educational stages. In order to better understand their potential role in affecting reading, a comprehensive description and a multi-componential evaluation of visual-spatial abilities is needed with children with DD.
机译：阅读是一个高度复杂的过程，其中需要整合的神经认知功能。视觉空间能力起着举足轻重的作用，因为阅读涉及多方面的视觉感觉处理。多项研究表明，患有阅读障碍的儿童无法发展有效的视觉策略，并且某些阅读困难与视觉空间缺陷有关。但是，视觉空间技能和阅读能力之间的关系仍然是一个有争议的问题。至关重要的是，尚未对该人群中年龄发挥的作用进行深入研究，而且尚不清楚DD的各个教育阶段的视觉空间能力是否有所不同。本研究的目的是根据不同的教育阶段：在小学阶段的儿童以及在中学阶段的儿童和青少年，研究DD儿童和与年龄匹配的正常读者（NR）的视觉空间能力。此外，为了验证视觉空间量度是否可以预测阅读效果，对年龄较大的儿童进行了回归分析。结果表明，在心理旋转任务，更局部的视觉空间任务，更全局的视觉感知任务和视觉运动整合任务中，年龄较小的DD儿童的表现明显比NR差。然而，DD的年龄较大的儿童在更全局的视觉感知任务，精神旋转任务和视觉注意任务中显示出缺陷。在年龄较小的儿童中，回归分析表明，阅读能力是由视觉-运动整合任务预测的，而在年龄较大的儿童中，只有更具全局性的视觉感知任务才能预测阅读能力。目前的研究结果表明，DD儿童的视觉空间缺陷与年龄有关，并且参与阅读的视觉空间能力在不同的教育阶段有所不同。为了更好地理解他们在影响阅读中的潜在作用，需要对DD儿童进行全面的描述和视觉空间能力的多方面评估。

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